Ukhti Raudhatul Jannah, Hasan Basri, Rahmad, Nindian Puspa Dewi, Ainur Rofiq Hafsi, Muhammad Ikram, Septia Nurhidayati, Tsalitsatur Rizqiyah, Wildanus Sholihah, Akhmad Risky Rifanda
Inclusive education plays a pivotal role in promoting equitable access to quality learning for students with special needs in mainstream schools. These students often struggle with conceptual understanding, especially in mathematics. Conceptual understanding is crucial in learning mathematics, particularly for students with special needs at the elementary level, as it forms the foundation for higher-order thinking and problem-solving skills. This study aims to develop an inclusive instructional design by integrating Learning Trajectories (LT) and the Individualized Education Program (IEP) to enhance the understanding of number operation concepts among elementary school students with special needs. Employing a research and development (R&D) approach, the study was carried out in several stages: initial investigation, prototype development, expert validation, field testing, evaluation, and implementation. The instructional materials developed include teaching modules and learning media—both manipulative and ICT-based—designed based on the students’ learning trajectories, needs, and characteristics. The results indicate that the developed materials are effective, efficient, and engaging for students with special needs. Moreover, LT-based IEP instruction significantly improves both conceptual understanding and problem-solving abilities in students categorized as slow learners and those with hyperactivity. The findings of this study contribute to inclusive education practices by offering a responsive instructional model tailored to the diverse learning needs of students with special needs. Additionally, the research provides a practical recommendation for the implementation of IEPs that align with inclusive education policies in elementary schools. This model can be adopted by educators and policymakers to improve learning outcomes and ensure inclusive, meaningful mathematics instruction for all learners. Copyright (c) 2026 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Department of Mathematics Education, Universitas Madura, Indonesia; Department of Indonesian Languange and Literature Education, Universitas Madura, Indonesia; Department of Informatics, Universitas Madura, Indonesia; Department of Mathematics, Universitas Negeri Makassar, Indonesia
